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Educational technology has become a primary concern of many researchers and practitioners as the modern world highly relies on technology. It is noteworthy that educators have employed technology quite extensively. However, there is insufficient research on the matter.
According to Ross, Morrison & Lowther (2010), there is the decrease in experimental design, which leads to various gaps in the research. Roblyer (2005) stresses that there are several constraints researchers face when implementing their studies. These difficulties include the abundance of variables, the applicability of research designs and the rapid development of technology.
However, these issues are a matter of the focus and ability to narrow down the topics research and set achievable goals. One of the most burning issues is a set of practical problems such as the need to access busy classrooms during extended periods. Teachers are overwhelmed by the need to achieve a variety of educational goals.
At the same time, students have to meet the requirements developed by certain agencies. This is especially relevant in K-12 education. Alper and Gülbahar (2009) emphasize the lack of research in this sphere as many researchers focus on the application of technology in higher education.
Diversity is another crucial aspect that makes it difficult for educators to provide access to researchers. Teachers have to handle different characters, backgrounds, health and developmental conditions. They simply have little time to invest into the research. Therefore, they are often reluctant to participate in studies as it means that some time should be spent on experiments rather than teaching.
Clearly, researchers are unable to observe and experiment without obtaining the access to classrooms. Researchers cannot solve this issue as it involves other stakeholders (teachers, headmasters, officials, parents and so on). This makes it the most difficult issue associated with the research.
The Essential Type of the Research Study
As far as the most relevant type of the study is concerned, the research to establish relative advantage is essential. Roblyer (2005) notes that educators often utilize technology without having a clear understanding of particular implications. However, it is essential to use technology wisely to ensure its efficiency.
For instance, Koehler and Mishra (2005) explore the use of technology in learning by design. The observation enables the researchers to come up with particular the assessment of the benefits of the method, which makes it applicable in other settings as well.
Moser (2007) adds that educators are sometimes reluctant to utilize technology as they do not see the advantages. Joseph (2006) claims that educators often think that technology is less effective since it undermines social elements, which are vital in the learning environment. These misconceptions occur when technology is used incorrectly. Hence, it is crucial to implement comprehensive research on a variety of applications of technology.
On balance, it is necessary to note that the research in the field of educational technology can lead to improvement of methods used and results achieved. One of the most serious issues researchers face when implementing their studies is the lack of access to classrooms as educators are overwhelmed by many goals.
The researchers are often unable to address this issue due to the involvement of many stakeholders. At that, it is important to make sure that sufficient attention is paid to the research aimed at establishing a relative advantage. Educators should acknowledge particular benefits of the utilization of technology. They should also be aware of the most efficient strategies to employ to achieve this or that educational goal.
Alper, A., & Gülbahar, Y. (2009). Trends and issues in educational technologies: A review of recent research in TOJET. The Turkish Online Journal of Educational Technology, 8(2), 124–135.
Joseph, J.E. (2006). The barriers of using education technology for optimizing the educational experience of learners. The Online Journal of New Horizons in Education, 3(2), 51–57.
Koehler, M.J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131–152.
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Moser, F.Z. (2007). Faculty adoption of educational technology. Educause Quarterly, 1(1), 66–69.
Roblyer, M.D. (2005). Educational technology research that makes a difference: Series introduction. Contemporary Issues in Technology and Teacher Education, 5(2), 192–201.
Ross, S.M., Morrison, G.R., & Lowther, D.L. (2010). Educational technology research past and present: Balancing rigor and relevance to impact school learning. Contemporary Educational Technology, 1(1), 17–35.